The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.